Educational technology for gender mainstreaming in project management: Advances in training approaches and digital tools

Galina V. Berezhna; Olena V. Aleinikova; Oksana A. Kovtun; Hanna B. Danylchuk; Vitalina O. Babenko; Pavlo P. Nechypurenko

doi:10.55056/cte.669

Authors

Galina V. Berezhna University of Educational Management https://orcid.org/0000-0002-0596-8534
Olena V. Aleinikova Masaryk University https://orcid.org/0000-0002-4876-3563
Oksana A. Kovtun University of Educational Management https://orcid.org/0000-0002-0159-730X
Hanna B. Danylchuk Cherkasy National University https://orcid.org/0000-0002-9909-2165
Vitalina O. Babenko V. N. Karazin Kharkiv National University https://orcid.org/0000-0002-4816-4579
Pavlo P. Nechypurenko Kryvyi Rih State Pedagogical University https://orcid.org/0000-0001-5397-6523

DOI:

https://doi.org/10.55056/cte.669

Keywords:

educational technology, gender mainstreaming, project management, e-learning, gender training, digital tools, international development, evaluation metrics, blended learning

Abstract

In recent years, the concept of gender mainstreaming in project management has become more popular and in demand, while educational technology has emerged as a powerful tool for implementing gender training. This paper explores the intersection of educational technology, gender mainstreaming, and project management, with a particular focus on training approaches for ensuring effectiveness and gender-sensitivity in local development projects. We examine the evolution of digital tools and platforms for gender training, e-learning approaches to gender mainstreaming education, case studies of educational interventions, and evaluation metrics for technology-enabled gender training. The study presents a comprehensive analysis of how educational technology can enhance gender training in project management contexts, particularly within international donor programs supporting Ukrainian local communities' development. Our findings reveal that while blended learning approaches and virtual learning environments show promise, significant challenges remain in designing culturally appropriate, accessible technology-enhanced learning experiences that effectively promote gender equality in project management. The paper concludes with recommendations for educational institutions, project management organizations, and international development agencies to leverage educational technology for more effective gender mainstreaming in project management training.

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